The Meaning of Out-of-Field Teaching for Educational Leadership

Plessis, Anna Elizabeth Du

doi:10.1007/978-94-6300-953-9_1

Cited by 4 publications

(6 citation statements)

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“…In line with prior research, we also expect a positive effect of teacher specialization and teacher recognition on employee motivation because they may generate a greater perception of self-efficacy and job satisfaction (e.g. Du Plessis et al, 2017; Ingersoll, 2005; Lester, 1990). The information for the variable Organization ownership was obtained from each school’s website, while the remaining variables were also obtained by directly asking principals.…”

Section: Methodssupporting

confidence: 72%

The impact of a leader’s demographic and professional characteristics on employee motivation

Campos-García

Zúñiga‐Vicente

2019

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Purpose Building on Upper Echelons Theory and prior research on strategic leadership, the purpose of this paper is to examine the possible effect on employee motivation of two sets of characteristics related to leaders: demographic (gender and age); and professional development (tenure, prior career experience in the organization and training). Design/methodology/approach The empirical analysis is based on data from a survey of Spanish educational organizations (secondary schools). The hypotheses are tested using hierarchical multiple regression analysis estimations. Findings The results reveal that the characteristics linked to a leader’s professional development have a significant impact on employee (teacher) motivation. Specifically, a long tenure in office has a negative effect, while prior career experience in an organization and continuous training have a positive impact. However, none of the leader’s demographic characteristics considered in the study has a significant impact on teacher motivation. Practical implications Several lines of managerial and educational policy action are suggested for improving employee (teacher) motivation, especially in the specific case of the schools considered here. Originality/value This study is one of the first attempts to explore what impact certain leaders’ characteristics have on employee motivation.

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Section: Methodssupporting

confidence: 72%

The impact of a leader’s demographic and professional characteristics on employee motivation

Campos-García

Zúñiga‐Vicente

2019

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“…It is expected that out-of-field teachers will be supported and mentored by education administrators who adopt instructional leadership and transformative leadership roles. However, it cannot be stated that out-of-field teachers are fully aware of teaching positions and life experiences of teachers (du Plessis et al, 2017). In this regard, while there is no study in the field of social studies in the Turkish sample, there are studies in the field of classroom teaching.…”

Section: Conclusion and Discussionmentioning

confidence: 97%

“…The main arguments of approving opinions are lack of teachers and field knowledge, and the main argument of non-approving views have been identified as lack of field knowledge, experience of teaching, as well as professional specialization. Attitudes towards out-of-field teachers may vary depending on the leadership styles, or management styles of school administers (du Plessis et al, 2017). In the study, which evaluated that inexperienced teachers were preferred during employment process because they were less burdening on the budget, instructional leadership and transformative leadership styles were also compared in terms of leadership style.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…Acquiring teaching skills related to a different curriculum in the learning of out-of-field teaching in professional development can resemble to relive a second "re-novicing" (Kenny et al, 2020). The fundamental conditions that determine the employment of out-of-field teachers may be related to the budget (du Plessis et al, 2017). The daily routines and actions of an out-of-field teacher and their life experiences can be different.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

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The Meaning of out-of-Field Teaching for Social Studies and Professional Experiences

Şimşek¹,

Öntaş²

2021

IOJES

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Researches about out-of-field teaching and out-of-field teaching in social studies are relatively limited in Turkey. This study aims to investigate what the social studies teachers from other fields think about out-of-field teaching and what their life experiences are as out-of-field social studies teachers. In the research, the case study method from qualitative research designs was used. The study group consists of 24 teachers who are working as social studies teachers in official secondary schools affiliated with the Ministry of National Education in the districts of Ankara province. During the data collection stage, a structured interview form was prepared by researchers based on literature and expert opinions. As we understand from the essential findings of the study, the opinions of social studies teachers who are teaching as out-of-field teachers may be supportive or adverse. The important thing is that there have been emerging opinions about increasing the quality of teachers.As one of the challenges of being an out-of-field teacher, participants bring forward the issue of lowering their tone to students' level, but it was found that usually there isn't much problem since the teachers transfer from similar fields. One of the prominent views is the idea of increasing the quality of out-of-field teachers by conducting professional development practices in their employment processes. Participants in the research stated that out-of-field education has a negative effect on the formation of a qualified education and that it is a difficult process for a teacher from outside the field to adapt to the current branch. The reason for this situation can be revealed with a new research (qualitative).

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“…As revealed above, in South Africa, bulk of schools are in the rural areas and learners belonging to these schools are less privileged in regard to receiving quality education. (Du Plessis, 2017) Learners are often required to engage in helping parents in farm activities such as agriculture, tending to cattle and household chores. Most of these learners do not have smartphones or TV at home.…”

Section: Remote Learningmentioning

confidence: 99%

Victors or victims? an exploration of how teachers navigate changes in teaching and learning during the covid-19 pandemic.

Pillay

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I, yet again, whole-heartedly dedicate my thesis first, to the Glory of Godmy Heavenly Father and my Lord and Savior Jesus Christ -who is my Creator, my strong pillar, my source of inspiration, wisdom, knowledge and understanding. He has been the foundation of strength throughout this study and on His wings only, have I soared. I also dedicate this thesis to the following people: Daniel and Nalini Pillay who, have supported and encouraged me throughout life. Deep gratitude to you both, for instilling good morals and values in me. My God chosen wife: Sonam L Pillay, who has stood by me through all my trials, my absences, my fits of pique and impatience. Your love and support is never underappreciated.

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The Meaning of Out-of-Field Teaching for Educational Leadership

Cited by 4 publications

References 0 publications

The impact of a leader’s demographic and professional characteristics on employee motivation

The impact of a leader’s demographic and professional characteristics on employee motivation

The Meaning of out-of-Field Teaching for Social Studies and Professional Experiences

Victors or victims? an exploration of how teachers navigate changes in teaching and learning during the covid-19 pandemic.

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